Group items tagged

By Kristen di Gennaro in Journal of Basic Writing, v 27(1), p. 61-79, 2008. This page, from the ERIC database, includes an abstract for this article. The article itself is subscription only. Please check with your local library for more assistance.

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Carl J. Jung (2005) in Journal of Developmental Education; 28.3 (2005): 2-11. Author's Abstract: The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import theories from outside the field. This article presents an alternative approach. Advantages and benefits of a practice-oriented approach are identified and briefly discussed. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

When black students reflected on the idea that everybody, regardless of race or ethnicity, initially struggles to adjust to college, their academic performance and longer-term well-being benefited, according to a paper published on Thursday in the journal Science.

By L. Kupczynski, P. Ice, R. Wiesenmayer, and F. McCluskey in Journal of Interactive Online Learning, vol 9 (1), Spring 2010, pp. 23-43. Based in the Community of Inquiry Framework, this paper looks at the interactions between teaching, social and cognitive presence in the online learning experience.

By Thomas A. Angelo and K. Patricia Cross, San Francisco: Jossey-Bass Publishers, 1993.

CAT technique used from this resource: Double Entry Journals

TM cites Angelo & Cross as she discusses assessment techniques that she had used. Several other cites which I will also bookmark here.

By Harold Pasher, Mark McDaniel, Doug Rohrer, and Robert Bjork. Published in Psychological Science in the Public Interest, vol 9 (3), Dec 2008, pp. 105-119. The authors looked at scientific evidence related to learning-style assessments in education. They concluded that evidence did not bear out the use of such assessments, but also point out that many versions of learning styles have not been tested at all (and thus there is no evidence).

By Deb Aronson. In Council Chronicle, published by the National Council of Teachers of English, Vol 19(#2), Nov 2009. pp. 18-21. Click to page 18 of this PDF for the start of the article.

NH says, "In this article Scott Warnock and others describe the high level of detail that is needed in an online syllabus and writing assignments."

By Amanda J. Godley, Julie Sweetland, Rebecca S. Wheeler, Angela Minnici, and Brian D. Carpenter. In Educational Researcher, vol 35 (8), 2006, pp. 30-37.

By Peter Riley Bahr, published in The Review of Higher Education, vol 33(2), winter 2010. The article looks at remediation. Full abstract available on this page. Full article is available by subscription. Check with your college library for access via document delivery.